How do the words used to describe the poem’s arrest contribute to the idea that the arrest in the poem is unjust? here is the poem

this poem will be guilty. it assumed it retained
the right to ask its question after the page
came up flush against its face. the purpose
this poem serves is obvious, even to this poem,
and that cannot stop the pen or the fist
choking it. how the page tastes at times—unsalted
powerlessness in this poem’s mouth, a blend
of that and what it has swallowed of the news. it spits
blood—inking. it is its own doing and undoing.
this poem is trying to compose itself. it has
the right to remain either bruised or silent,
but it is a poem, so it hears you’d be safer
if you stopped acting like a poem, ceased resisting.
where is the daylight (this poem asks and is
thus crushed) between existence and resistance,
between the now-bloodied page and the poem?
another poem will record the arrest of this poem,
decide what to excerpt. that poem will fail—
it won’t find the right metaphor for the pain
of having to lift epigraphs from the closing
words of poems that were accused of resisting.
that poem is numb. this poem is becoming
numb, already losing feeling in its cuffed phrasing.
no one will remember the nothing of which
this poem was accused—just that it was another
poem that bled. this poem never expected to be
this poem, yet it must be—for you who will not
acknowledge the question. this poem knew
it was dangerous to ask why?

Which historical detail can best clarify a reader’s understanding of the information in the excerpt? immigrant factory workers who spoke the same language were separated from each other at work. immigrant factory workers who spoke the same language were known to talk too much at work. immigrant factory workers had to pay rent for their chairs and the supplies they needed at work. immigrant factory workers were crowded into unsafe buildings with locked doors and fire escapes.

He following question refers to the text and graphic below. read the text and view the graphic carefully to you choose the best response. "how 7th grade students at madison middle school use their smart phones" i recently surveyed seventh graders at madison middle school to determine how they used their cell phones. my goal was to determine which daily activities were the most popular. out of 151 seventh graders in our school, 93 of them use smart phones. 57 of those students agreed to track their cell phones usage in a journal for three days. i compared journal statistics and gathered the following data. data revealed that students spent 35 percent of their phone time playing games and using apps. these included games played alone and against friends. it also included social media apps. students spent 21 percent of their time texting and 20 percent of their time listening to music. music included songs downloaded on their phones and music that streamed from other sources.14 percent of cell phone time was spent browsing the internet while 9 percent of the time was spent using the phone to take photographs. most ironically, students reported spending only 1 percent of their time using cell phones to make actual phone calls. image of a graph with the title, how 7th grade students at madison miller middle school use their smart phones. a pie chart is shown with the colours, orange, green, pink, purple, blue and light pink. the following are the present ages. orange 35 percent, games and apps. green, 21 percent, texting. pink 20 percent, music. purple, 14 percent web browsing. blue 9 percent, camera. light pink, 1 percent, phone calls.

The unblocking of popular social media websites in myanmar is an indication that.